W301 Lesson Plan Template
Target Audience of the Lesson:
A sixth grade classroom made up of 20 students.
Big Idea of the Lesson:
Students need to learn about beginning searching on websites. By using a fun topic like the size of whales we will figure out how to use websites.
Overall Goal for the Lesson:
I want students to understand how useful websites can be for everyday life.
Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/)
6.4.5 Identify and draw two-dimensional shapes that are similar.6.7.4 Apply strategies and results from simpler problems to solve more complex problems.6.7.11 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/)
1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
Student Objectives for the lesson. (Given a condition, the students will, to what level).
Students will use the Internet to make comparisons regarding the size of whales.Students will investigate the differences in lengths and weights of whales.Students will be able to make comparisons of a known object to help in making an estimate of a very large object. Students will be able to answer questions on the information they gather.Students will be able to demonstrate how a spreadsheet helps them to make predictions, collect and summarize, data.
Students will be able to defend their choice of graph in solving a similar problem.
Length of Lesson: (minutes, number of class periods, or days or weeks needed).
1 class period for the demo.
1 class period for the extension.
Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)
Create interest by presenting a Web site on a visual projector of whale sounds, a video of a live killer whale. ·Students will take a pre-test to establish what they know about whales.1. Which whale is the largest?2. Which whale is the smallest?3. Which whale weighs the most?4. Where does the blue whale live?5. Are gray whales medium or large?6. What is the closest length for a gray whale?7. Which describes the length of the killer whale the best?8. Where does the killer whale live?9. Is a truck the same size as a whale?Step-By-Step Procedures: ·Students will be instructed to visit Web sites to provide information about the lengths and weights of the blue, gray, and killer whales, and the lengths of Ford and Chevrolet pick-up trucks. A worksheet will be provided to document the findings and calculations can be made into feet.1. How many pick-up trucks would you need to line up bumper to bumper to match the length of a blue whale?2. How much longer is a blue whale than a gray whale?3. Is the weight of three gray whales less than, greater than, or equal to the weight of one blue whale?Independent Practice: Draw a concept map for practice and to enhance retention by recording the comparison of the blue, gray, and killer whales by eight and length and then, the comparisons of a whale's length with a Ford and Chevrolet pick-up truck.Closure: Students will complete rubric for a peer assessment. The teacher will facilitate the assessment. Assessment Based On Objectives: Points for evaluation will be based on the categories of organization, mechanics, sources such as the concept map, and quality of information found during lesson.Adaptations
How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).
Students will asked to present their findings to the class.
Adaptations: How might the lesson need to be adapted for students with special needs?
For Students With Learning Disabilities: Students can complete a graph on paper by coloring in the information. Have a concept map drawn for students for them to complete information rather than having to draw the map. Students will work with partners during math and question activities.For Gifted Students: Students graph on paper the lengths of the whales. Insert information into a spreadsheet and convert the information into a graph.
Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups.
One computer for the demo.
Individual computers for each student for the extension.
A rubric for scoring their spreadsheets.
A teacher created spreadsheet to model the activity for students before their explorations.
Tuesday, October 31, 2006
Monday, October 23, 2006
Activity
The activity in my lesson plan involves finding information on the Internet. Using search engines like google or yahoo to find specific information. The students are to research geographic information of different states in the U.S. The activity uses computers and possibly an electronic map.
Wednesday, October 18, 2006
Jamie Maples Preliminary Lesson Plan
Title: How Big is a Whale?
Subject: Math Secondary Subjects integrated with computers / Internet, Science
Targeted Audience: 6th grade
Lesson Plan Title: How Big is a Whale?
Topic To Teach: Computer Applications integrated with Science and Math
Big ideas/Goals: This lesson is designed for students to use Web searching skills to compare the size of a known object with the size of a large object.
Specific Objectives: Students will use the Internet to make comparisons regarding the size of whales.Students will investigate the differences in lengths and weights of whales.Students will be able to make comparisons of a known object to help in making an estimate of a very large object. Students will be able to answer questions on the information they gather.
Indiana State Standards:
6.4.5 Identify and draw two-dimensional shapes that are similar.
6.7.4 Apply strategies and results from simpler problems to solve more complex problems.
6.7.11 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
ISTE Student Standards:
1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)
2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
The following sites are recommended for this lesson:
http://www.ominous-valve.com/whales.wav
http://www.whalelink.org/orcafm/pre.html
http://www.SeaWorld.org/baleen_whales/phycharbw.html
http://whales.magna.com.au/DISCOVER/ORCA/index.html
http://www.seaworld.org/baleen_whales/howbig.html
http://www.speciesatrisk.gc.ca/Species/English/SearchDetail.cfm?SpeciesID=152
http://www.bigsurcalifornia.org/whalesgray.html
http://www.slip.net/~oyafuso/orcinusorca/orca.html
Starting the Lesson: Create interest by presenting a Web site on a visual projector of whale sounds, a video of a live killer whale. ·Students will take a pre-test to establish what they know about whales.
1. Which whale is the largest?
2. Which whale is the smallest?
3. Which whale weighs the most?
4. Where does the blue whale live?
5. Are gray whales medium or large?
6. What is the closest length for a gray whale?
7. Which describes the length of the killer whale the best?
8. Where does the killer whale live?
9. Is a truck the same size as a whale?
Step-By-Step Procedures: ·Students will be instructed to visit Web sites to provide information about the lengths and weights of the blue, gray, and killer whales, and the lengths of Ford and Chevrolet pick-up trucks. A worksheet will be provided to document the findings and calculations can be made into feet.
1. How many pick-up trucks would you need to line up bumper to bumper to match the length of a blue whale?
2. How much longer is a blue whale than a gray whale?
3. Is the weight of three gray whales less than, greater than, or equal to the weight of one blue whale?
Independent Practice: Draw a concept map for practice and to enhance retention by recording the comparison of the blue, gray, and killer whales by eight and length and then, the comparisons of a whale's length with a Ford and Chevrolet pick-up truck.
Closure: Students will complete rubric for a peer assessment. The teacher will facilitate the assessment. Assessment Based On Objectives: Points for evaluation will be based on the categories of organization, mechanics, sources such as the concept map, and quality of information found during lesson.Adaptations
For Students With Learning Disabilities: Students can complete a graph on paper by coloring in the information. Have a concept map drawn for students for them to complete information rather than having to draw the map. Students will work with partners during math and question activities.
For Gifted Students: Students graph on paper the lengths of the whales. Insert information into a spreadsheet and convert the information into a graph.
Possible Connections To Other Subjects: The purpose of this lesson is integrating the curriculum with technology. This lesson is taught in computer class with connections to Math and Science. All information will be included for a whale project during the sixth grade Ocean study.
Thanks to: www.lessonplanspage.com
Subject: Math Secondary Subjects integrated with computers / Internet, Science
Targeted Audience: 6th grade
Lesson Plan Title: How Big is a Whale?
Topic To Teach: Computer Applications integrated with Science and Math
Big ideas/Goals: This lesson is designed for students to use Web searching skills to compare the size of a known object with the size of a large object.
Specific Objectives: Students will use the Internet to make comparisons regarding the size of whales.Students will investigate the differences in lengths and weights of whales.Students will be able to make comparisons of a known object to help in making an estimate of a very large object. Students will be able to answer questions on the information they gather.
Indiana State Standards:
6.4.5 Identify and draw two-dimensional shapes that are similar.
6.7.4 Apply strategies and results from simpler problems to solve more complex problems.
6.7.11 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
ISTE Student Standards:
1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3 , 6)
2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
3. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)
The following sites are recommended for this lesson:
http://www.ominous-valve.com/whales.wav
http://www.whalelink.org/orcafm/pre.html
http://www.SeaWorld.org/baleen_whales/phycharbw.html
http://whales.magna.com.au/DISCOVER/ORCA/index.html
http://www.seaworld.org/baleen_whales/howbig.html
http://www.speciesatrisk.gc.ca/Species/English/SearchDetail.cfm?SpeciesID=152
http://www.bigsurcalifornia.org/whalesgray.html
http://www.slip.net/~oyafuso/orcinusorca/orca.html
Starting the Lesson: Create interest by presenting a Web site on a visual projector of whale sounds, a video of a live killer whale. ·Students will take a pre-test to establish what they know about whales.
1. Which whale is the largest?
2. Which whale is the smallest?
3. Which whale weighs the most?
4. Where does the blue whale live?
5. Are gray whales medium or large?
6. What is the closest length for a gray whale?
7. Which describes the length of the killer whale the best?
8. Where does the killer whale live?
9. Is a truck the same size as a whale?
Step-By-Step Procedures: ·Students will be instructed to visit Web sites to provide information about the lengths and weights of the blue, gray, and killer whales, and the lengths of Ford and Chevrolet pick-up trucks. A worksheet will be provided to document the findings and calculations can be made into feet.
1. How many pick-up trucks would you need to line up bumper to bumper to match the length of a blue whale?
2. How much longer is a blue whale than a gray whale?
3. Is the weight of three gray whales less than, greater than, or equal to the weight of one blue whale?
Independent Practice: Draw a concept map for practice and to enhance retention by recording the comparison of the blue, gray, and killer whales by eight and length and then, the comparisons of a whale's length with a Ford and Chevrolet pick-up truck.
Closure: Students will complete rubric for a peer assessment. The teacher will facilitate the assessment. Assessment Based On Objectives: Points for evaluation will be based on the categories of organization, mechanics, sources such as the concept map, and quality of information found during lesson.Adaptations
For Students With Learning Disabilities: Students can complete a graph on paper by coloring in the information. Have a concept map drawn for students for them to complete information rather than having to draw the map. Students will work with partners during math and question activities.
For Gifted Students: Students graph on paper the lengths of the whales. Insert information into a spreadsheet and convert the information into a graph.
Possible Connections To Other Subjects: The purpose of this lesson is integrating the curriculum with technology. This lesson is taught in computer class with connections to Math and Science. All information will be included for a whale project during the sixth grade Ocean study.
Thanks to: www.lessonplanspage.com
Tuesday, October 17, 2006
Fifth Grade Social Studies and Geography Class
Big Idea of the Lesson:
To get a better Idea of the Geography of America
Overall Goal for the Lesson:
Students will be able to lists different geographic characteristics of different areas of the U.S. Specifically, they will be able to describe the geography of different states.
Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/)
GeographyThis standard focuses on the relationships between physical and cultural characteristics of Earth. Students learn how Earth/sun relationships affect climate, culture, and world events; how humans have interacted with their environment over time; how geography has affected settlement and population; and how geographic factors influence economies and governments. Students also learn to identify and map physical features of their community, Indiana, the United States, and the world.
ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/)
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Student Objectives for the lesson. (Given a condition, the students will, to what level).
Students will be given five different states to research. They will have to use the internet and different webs sites. The students will be specifically researching information on the geography of their states. They will then create a power point presentation to share with the rest of the class.
Length of Lesson: (minutes, number of class periods, or days or weeks needed).
Time may vary. There needs to be one hour per day for three days of research. The same amount of time for the power point project. There also needs to be time for presentations. Two weeks should be plenty of time.
Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)
Day 1.- Introduction to project and beginning Research
Day 2- Continue Research
Day 3- Power point introduction and workshop
Day 4- Work on power point project
Day 5- Continue work on Power point
Day 6- Presentations
Day 7 Presentations
Day 8- Presentations
How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).
Adaptations: How might the lesson need to be adapted for students with special needs?
Students may work with a partner. Students can also ask the teacher for help.
Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups.
Computer lab with internet access and power point.
Big Idea of the Lesson:
To get a better Idea of the Geography of America
Overall Goal for the Lesson:
Students will be able to lists different geographic characteristics of different areas of the U.S. Specifically, they will be able to describe the geography of different states.
Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/)
GeographyThis standard focuses on the relationships between physical and cultural characteristics of Earth. Students learn how Earth/sun relationships affect climate, culture, and world events; how humans have interacted with their environment over time; how geography has affected settlement and population; and how geographic factors influence economies and governments. Students also learn to identify and map physical features of their community, Indiana, the United States, and the world.
ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/)
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Student Objectives for the lesson. (Given a condition, the students will, to what level).
Students will be given five different states to research. They will have to use the internet and different webs sites. The students will be specifically researching information on the geography of their states. They will then create a power point presentation to share with the rest of the class.
Length of Lesson: (minutes, number of class periods, or days or weeks needed).
Time may vary. There needs to be one hour per day for three days of research. The same amount of time for the power point project. There also needs to be time for presentations. Two weeks should be plenty of time.
Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)
Day 1.- Introduction to project and beginning Research
Day 2- Continue Research
Day 3- Power point introduction and workshop
Day 4- Work on power point project
Day 5- Continue work on Power point
Day 6- Presentations
Day 7 Presentations
Day 8- Presentations
How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).
Adaptations: How might the lesson need to be adapted for students with special needs?
Students may work with a partner. Students can also ask the teacher for help.
Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups.
Computer lab with internet access and power point.
Libby Dicker
W301 Tu 9:30-10:45
10/17/06
W301 Lesson Plan Template
| Target Audience of the Lesson: | ||
| My target audience is second graders with learning disabilities. | ||
| Big Idea of the Lesson: | ||
| To have the children understand how to make the ch and wh sounds. Have the students play an online game where they have to make words begging or ending in ch or wh. | ||
| Overall Goal for the Lesson: | ||
| The children will be able to make the ch and wh sounds and use them in words. | ||
| Indiana Content Standards Addressed: (Copy and paste entire standard from http://www.indianastandards.org/) | ||
| ||
| ISTE CNETS Student Standards Addressed (Copy and paste from http://cnets.iste.org/students/) | ||
| TF-II.C. Identify and locate technology resources and evaluate them for accuracy and suitability. Candidates: 1. Assist teachers as they identify and locate technology resources and evaluate them for accuracy and suitability based on district and state standards. 2. Model technology integration using resources that reflect content standards. |
Demonstrate an awareness of the sounds that are made by different letters by: Monday, October 16, 2006
Kiley's Preliminary Lesson
Target Audience: If focusing on the math games lesson that I posted, I would target a 3rd or 4th grade classroom. These students are old enough to use computers and understand what to search for. It would be a fun way to get them involved in a math lesson.
Big Ideas: The teacher would decide what math topic would be taught to the class, but for fun activities the students could search the internet in order to find interactive games. They would be able to play these games as a way to help further their knowledge of that particular math lesson. A few interesting websites: www.toonuniversity.com, http://www.internet4classrooms.com/skills_4th.htm, http://www.usiouxfalls.edu/~apeter/computer_lab.htm. The students could then search the internet to find other fun math sites that they could later share with the class.
Target Audience- The grade level will be third grade. There are not any special needs students, but if there were we would be able to make adjustments that would work with their skill level. The technology available computers, but I would like to be able to have an interactive white board.
Big Ideas- I think working with the interactive white board would be fun for the students. It gives them an opportunity to work on the board and show their knowledge to the class. It is also something that is hands on and I think many students would enjoy that. It might be helpful to some of the lower level students to see how their classmates work and gather their information. This might be an easier way for them to understand. We could also pair up some of the special needs students with some of the higher level students and have them work together to gather information. My students right now do not have an interactive white board, but they tend to do a lot of group work and I think working with a white board would fit into their routine.
Goals- My goal is to have the students learn and understand states and where they are located. I think working with the interactive white board will be great for this because it gives the students a large view of USA and they can work hands on while discovering where things are located.
Big Ideas- I think working with the interactive white board would be fun for the students. It gives them an opportunity to work on the board and show their knowledge to the class. It is also something that is hands on and I think many students would enjoy that. It might be helpful to some of the lower level students to see how their classmates work and gather their information. This might be an easier way for them to understand. We could also pair up some of the special needs students with some of the higher level students and have them work together to gather information. My students right now do not have an interactive white board, but they tend to do a lot of group work and I think working with a white board would fit into their routine.
Goals- My goal is to have the students learn and understand states and where they are located. I think working with the interactive white board will be great for this because it gives the students a large view of USA and they can work hands on while discovering where things are located.
Tuesday, October 10, 2006
Lesson Plan Ideas
Lesson Plan ideas
1. Intergrate history and technology- let students take visual tours during class of historical places and museums.
2. Intergrate english and technology- Get penpals via email with students in different areas. Students should use correct grammar.
3. Use the computers for a visual scavenger hunt! Let students explore the internet for new things!
1. Intergrate history and technology- let students take visual tours during class of historical places and museums.
2. Intergrate english and technology- Get penpals via email with students in different areas. Students should use correct grammar.
3. Use the computers for a visual scavenger hunt! Let students explore the internet for new things!
Monday, October 09, 2006
shannon's lesson
Students can work in groups and pick a different country from the continent we are studying and do research on that country. They can then do a presentation using what ever technology that they feel will be helpful
Students can play different math games on the computer to make their learning more fun and interactive
Students could us interactive white boards to learn and explore different countries and where they are located
Students can play different math games on the computer to make their learning more fun and interactive
Students could us interactive white boards to learn and explore different countries and where they are located
Sunday, October 08, 2006
Math Lesson Idea
I thought that it would be a good idea to have a lesson plan involving a math subject. As a class, we have been working with different math lesson plans and ideas. Different subjects within math could range from, geometry, algebra, measuring, data analyses, and others that are within the state standards. Technology can be used to effectively teach these lesson plans. Using a PowerPoint with different pictures could be used. Also, if the geometry lesson was thought, the geometers sketch pad would be a great way to work with geometry. There are also a large amount of resources that can be found on the Internet. I don't think that it would be hard to incorporate technology into the teaching of a math lesson. Hope everyone is doing well!!!!
Kiley's Lesson
-Since we are focusing on Math and Science for our clusters I decided I would try to focus a lesson around Math. I think it would be helpful to pick a certain subject, Algebra, Geometry, etc, and have the kids do an activity. When I have been looking for lesson plan ideas on the Internet, I have come across many interactive websites where the kids must type in the correct answer to continue with the game. Students could be given a website and told to pick one of the Math activities on that site. Then they could work in pairs on the computer to try and play the activity. If they finished the first assigned activity, they would then be able to search the web and find another site that has similar Math activities. This would give them a chance to explore and find something that would interest them. They would all then share their websites with the class and the class would vote on who found the best new website. Whoever won would get some kind of a bonus or prize as an reward for their successful search.
-Another good idea we have talked about in class was doing a scavenger hunt. This would pretty much work with any subject and would be something fun for the students to do.
-If focusing on science, I think it would be interesting to use the Internet with a leaf collection. The students could go outside and find several different kinds of leaves and try to identify them by searching the Internet. Simple guidelines could be given about how many leaves and how many sources, but this task would give them a lot of freedom.
-Another good idea we have talked about in class was doing a scavenger hunt. This would pretty much work with any subject and would be something fun for the students to do.
-If focusing on science, I think it would be interesting to use the Internet with a leaf collection. The students could go outside and find several different kinds of leaves and try to identify them by searching the Internet. Simple guidelines could be given about how many leaves and how many sources, but this task would give them a lot of freedom.
Thursday, October 05, 2006
Libby's Lesson Plans
1) Bring in a laptop on which you can use an electronic pen to write on them with and let the children each draw an individual picture. I would then take each of the individually saved pics and shrink them then turn it into a digital collage to be put up in the classroom.
2) I would bring in a video camara and have he children be able to make thier own mini movies (with adult help of course).
3) I would create an internet scavenger hunt in which the kids were given clues and the had to find things online using those clues. When they found each item they would have to print of the page they found it on.
I would be interested in teaching something having to do with art and maybe using a virtual tour to help me do this.
2) I would bring in a video camara and have he children be able to make thier own mini movies (with adult help of course).
3) I would create an internet scavenger hunt in which the kids were given clues and the had to find things online using those clues. When they found each item they would have to print of the page they found it on.
I would be interested in teaching something having to do with art and maybe using a virtual tour to help me do this.
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